Jozefien De Leersnyder
Biographic Data
| ID | 183417 |
|---|---|
| NAME | Jozefien De Leersnyder |
| GIVEN NAMES | Jozefien |
| FAMILY NAME | De Leersnyder |
| SIGNATURE | DE LEERSNYDER J |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-4486-878X |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 43 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Embracing ethnic diversity benefits everyone
Better Be Multicultural or Colorblind? How Teachers' Approach to Diversity During Covid‐19 School Closures Predicts Adolescents' Class Engagement, School Belonging and Health Beyond General Teacher Su…
Ethnic gaps in school achievement, belonging and health exacerbated during the COVID‐19 school closures. Building on increasing evidence that school diversity approaches impact these gaps, this paper investigates the effects of pupils' perceived teacher diversity approaches during COVID‐19 school closures, hypothesising that multicultural approaches that recognise and value cultural diversity have positive effects while colorblind approaches that…
Development and validation of domain specific school diversity model scales among pupils and teachers
Do Minorities’ Friendships with Majority Culture Members and Their Emotional Fit with Majority Culture Influence Each Other Over Time
Immigrant-origin minorities who have majority friends have emotions that fit the majority norm. However, previous research on the link between minorities’ emotional fit and their friendships with majority culture members has been cross-sectional. Hence, little is known about the directionality of the association and whether emotional fit facilitates minority inclusion. In a longitudinal study of 3216 minority and 2283 majority youth, we tested bi…
Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion
status: Published online
Acculturation of self‐construal
There are systematic cultural differences in people's self‐construal – their typical ways of being and relating – that are in line with the meanings and practices of the sociocultural context in which they were socialised. Given increasing globalisation and ethnocultural diversity, immigrant minorities may experience some ‘misfits’ with common self‐construal patterns in host majority groups. Bridging perspectives from cultural psychology with acc…
Putting cultural mismatch theory to the test
Socioeconomic and ethnicity‐based achievement gaps plague education. Both sociological theories and recent social‐psychological work consider cultural mismatches between schools’ and students’ ways of being and relating (i.e., self‐construal) as a potential mechanism. However, stringent empirical evidence remains lacking. Drawing on a sample of 5076 Belgian adolescents, this study aims to provide rigorous and robust novel evidence by (i) establis…
School diversity models revisited
The Association Between Perceived Discriminatory Climate in School and Student Performance in Math and Reading
The negative consequences of perceived ethnic discrimination on adolescent adjustment are well documented. Less is known, however, about the consequences of discriminatory climates in school, beyond the individual experiences of discrimination. This study investigated whether a perceived discriminatory climate in school is associated with lower academic performance across adolescents from ethnic minority and majority groups, and which psychologic…
Diversity approaches matter in international classrooms
Students in higher education are increasingly part of international classrooms. While these classrooms have the potential to catalyze learning, they also come with lower senses of inclusion and psychological safety –factors that are crucial for learning. In the current study, we empirically test a contextual model in which these psychological costs are related to the number of cultural misunderstandings which are, in turn, associated with the pre…
My emotions belong here and there
When immigrant minorities engage in a new cultural context, their patterns of emotional experience come to change - a process we coined emotional acculturation. To date, research on emotional acculturation focused on the antecedents and consequences of changes in minorities' fit with the new culture. Yet, most minorities also continue to engage in their heritage culture. Therefore, the current research investigated which personal and situational …
Tuning in emotionally
The more immigrant minorities are exposed to the majority culture, the more their emotional pattern fits that of majority culture members—a phenomenon termed emotional acculturation . To assess emotional fit, earlier studies compared minorities’ emotional experience with that of separate samples of “distant” majority members in their country of residence. We added “proximal” fit with the emotional experience of majority members in their social en…
Beyond essentialism
The current research offers an alternative to essentialism for studying cultural variation in emotional experience. Rather than assuming that individuals always experience an emotion in the same way, our starting point was that the experience of an emotion like anger or shame may vary from one instance to another. We expected to find different anger and shame experience types, that is, groups of people who differ in the instances of anger and sha…
Emotions and concerns
People experience emotions when events are relevant to their current concerns, that is, when events affect their goals, values, or motives that are pertinent at that time. In the current research, we focused on one kind of concern-values-and examined whether different types of concerns are associated with different categories of emotion. More specifically, we investigated whether, at the situation level, the relevance of different types of values…
Doing emotions
Emotional experience is culturally constructed. In this review, we discuss evidence that cultural differences in emotions are purposeful, helping an individual to meet the mandate of being a good person in their culture. We also discuss research showing that individual’s fit to the cultural emotion norm is associated with well-being, and suggest that this link may be explained by the fact that normative emotions meet the cultural mandate. Finally…
Cultural Differences in Emotions
Do emotions differ across cultures? This essay reviews the markedly different ways in which psychologists have approached this question in the past and discusses directions for the future. We first show how past research has often failed to find cultural differences in emotion by focusing on what emotions people from different cultures can have hypothetically, rather than investigating the emotions they actually have in daily life. Taking a socio…
Culture and Emotion
Do “they” threaten “us” or do “we” disrespect “them”
The present study examined how majority perceptions of intergroup relations afford different contact experiences with immigrant minorities. Majority students attending culturally diverse high schools first completed a survey that measured the extent to which they perceived immigrant minorities as either threatening to the majority or discriminated by the majority. Two weeks later, the same majority students kept a 1-week diary of their contacts w…
Emotional fit with culture
There is increasing evidence for emotional fit in couples and groups, but also within cultures. In the current research, we investigated the consequences of emotional fit at the cultural level. Given that emotions reflect people's view on the world, and that shared views are associated with good social relationships, we expected that an individual's fit to the average cultural patterns of emotion would be associated with relational well-being. Us…
Acculturation of Personality
The present study tests the hypothesis that involvement with a new culture instigates changes in personality of immigrants that result in (a) better fit with the norms of the culture of destination and (b) reduced fit with the norms of the culture of origin. Participants were 40 Japanese first-generation immigrants to the United States, 57 Japanese monoculturals, and 60 U.S. monoculturals. All participants completed the Jackson Personality Invent…
Where Do My Emotions Belong? A Study of Immigrants’ Emotional Acculturation
The emotional experiences of people who live together tend to be similar; this is true not only for dyads and groups but also for cultures. It raises the question of whether immigrants’ emotions become more similar to host culture patterns of emotional experience; do emotions acculturate? Two studies, on Korean immigrants in the United States (Study 1) and on Turkish immigrants in Belgium (Study 2), measured emotional experiences of immigrants an…
Putting cultural mismatch theory to the test
Socioeconomic and ethnicity‐based achievement gaps plague education. Both sociological theories and recent social‐psychological work consider cultural mismatches between schools’ and students’ ways of being and relating (i.e., self‐construal) as a potential mechanism. However, stringent empirical evidence remains lacking. Drawing on a sample of 5076 Belgian adolescents, this study aims to provide rigorous and robust novel evidence by (i) establis…
Acculturation of Personality
The present study tests the hypothesis that involvement with a new culture instigates changes in personality of immigrants that result in (a) better fit with the norms of the culture of destination and (b) reduced fit with the norms of the culture of origin. Participants were 40 Japanese first-generation immigrants to the United States, 57 Japanese monoculturals, and 60 U.S. monoculturals. All participants completed the Jackson Personality Invent…
The Association Between Perceived Discriminatory Climate in School and Student Performance in Math and Reading
The negative consequences of perceived ethnic discrimination on adolescent adjustment are well documented. Less is known, however, about the consequences of discriminatory climates in school, beyond the individual experiences of discrimination. This study investigated whether a perceived discriminatory climate in school is associated with lower academic performance across adolescents from ethnic minority and majority groups, and which psychologic…
Do “they” threaten “us” or do “we” disrespect “them”
The present study examined how majority perceptions of intergroup relations afford different contact experiences with immigrant minorities. Majority students attending culturally diverse high schools first completed a survey that measured the extent to which they perceived immigrant minorities as either threatening to the majority or discriminated by the majority. Two weeks later, the same majority students kept a 1-week diary of their contacts w…
Diversity approaches matter in international classrooms
Students in higher education are increasingly part of international classrooms. While these classrooms have the potential to catalyze learning, they also come with lower senses of inclusion and psychological safety –factors that are crucial for learning. In the current study, we empirically test a contextual model in which these psychological costs are related to the number of cultural misunderstandings which are, in turn, associated with the pre…
Tuning in emotionally
The more immigrant minorities are exposed to the majority culture, the more their emotional pattern fits that of majority culture members—a phenomenon termed emotional acculturation . To assess emotional fit, earlier studies compared minorities’ emotional experience with that of separate samples of “distant” majority members in their country of residence. We added “proximal” fit with the emotional experience of majority members in their social en…
Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion
status: Published online
School diversity models revisited
Better Be Multicultural or Colorblind? How Teachers' Approach to Diversity During Covid‐19 School Closures Predicts Adolescents' Class Engagement, School Belonging and Health Beyond General Teacher Su…
Ethnic gaps in school achievement, belonging and health exacerbated during the COVID‐19 school closures. Building on increasing evidence that school diversity approaches impact these gaps, this paper investigates the effects of pupils' perceived teacher diversity approaches during COVID‐19 school closures, hypothesising that multicultural approaches that recognise and value cultural diversity have positive effects while colorblind approaches that…
Acculturation of self‐construal
There are systematic cultural differences in people's self‐construal – their typical ways of being and relating – that are in line with the meanings and practices of the sociocultural context in which they were socialised. Given increasing globalisation and ethnocultural diversity, immigrant minorities may experience some ‘misfits’ with common self‐construal patterns in host majority groups. Bridging perspectives from cultural psychology with acc…
Where Do My Emotions Belong? A Study of Immigrants’ Emotional Acculturation
The emotional experiences of people who live together tend to be similar; this is true not only for dyads and groups but also for cultures. It raises the question of whether immigrants’ emotions become more similar to host culture patterns of emotional experience; do emotions acculturate? Two studies, on Korean immigrants in the United States (Study 1) and on Turkish immigrants in Belgium (Study 2), measured emotional experiences of immigrants an…
Emotional fit with culture
There is increasing evidence for emotional fit in couples and groups, but also within cultures. In the current research, we investigated the consequences of emotional fit at the cultural level. Given that emotions reflect people's view on the world, and that shared views are associated with good social relationships, we expected that an individual's fit to the average cultural patterns of emotion would be associated with relational well-being. Us…
Acculturation of Personality
The present study tests the hypothesis that involvement with a new culture instigates changes in personality of immigrants that result in (a) better fit with the norms of the culture of destination and (b) reduced fit with the norms of the culture of origin. Participants were 40 Japanese first-generation immigrants to the United States, 57 Japanese monoculturals, and 60 U.S. monoculturals. All participants completed the Jackson Personality Invent…
Do “they” threaten “us” or do “we” disrespect “them”
The present study examined how majority perceptions of intergroup relations afford different contact experiences with immigrant minorities. Majority students attending culturally diverse high schools first completed a survey that measured the extent to which they perceived immigrant minorities as either threatening to the majority or discriminated by the majority. Two weeks later, the same majority students kept a 1-week diary of their contacts w…
Cultural Differences in Emotions
Do emotions differ across cultures? This essay reviews the markedly different ways in which psychologists have approached this question in the past and discusses directions for the future. We first show how past research has often failed to find cultural differences in emotion by focusing on what emotions people from different cultures can have hypothetically, rather than investigating the emotions they actually have in daily life. Taking a socio…
Culture and Emotion
Emotions and concerns
People experience emotions when events are relevant to their current concerns, that is, when events affect their goals, values, or motives that are pertinent at that time. In the current research, we focused on one kind of concern-values-and examined whether different types of concerns are associated with different categories of emotion. More specifically, we investigated whether, at the situation level, the relevance of different types of values…
Doing emotions
Emotional experience is culturally constructed. In this review, we discuss evidence that cultural differences in emotions are purposeful, helping an individual to meet the mandate of being a good person in their culture. We also discuss research showing that individual’s fit to the cultural emotion norm is associated with well-being, and suggest that this link may be explained by the fact that normative emotions meet the cultural mandate. Finally…
Beyond essentialism
The current research offers an alternative to essentialism for studying cultural variation in emotional experience. Rather than assuming that individuals always experience an emotion in the same way, our starting point was that the experience of an emotion like anger or shame may vary from one instance to another. We expected to find different anger and shame experience types, that is, groups of people who differ in the instances of anger and sha…
Tuning in emotionally
The more immigrant minorities are exposed to the majority culture, the more their emotional pattern fits that of majority culture members—a phenomenon termed emotional acculturation . To assess emotional fit, earlier studies compared minorities’ emotional experience with that of separate samples of “distant” majority members in their country of residence. We added “proximal” fit with the emotional experience of majority members in their social en…
My emotions belong here and there
When immigrant minorities engage in a new cultural context, their patterns of emotional experience come to change - a process we coined emotional acculturation. To date, research on emotional acculturation focused on the antecedents and consequences of changes in minorities' fit with the new culture. Yet, most minorities also continue to engage in their heritage culture. Therefore, the current research investigated which personal and situational …
Diversity approaches matter in international classrooms
Students in higher education are increasingly part of international classrooms. While these classrooms have the potential to catalyze learning, they also come with lower senses of inclusion and psychological safety –factors that are crucial for learning. In the current study, we empirically test a contextual model in which these psychological costs are related to the number of cultural misunderstandings which are, in turn, associated with the pre…
School diversity models revisited
The Association Between Perceived Discriminatory Climate in School and Student Performance in Math and Reading
The negative consequences of perceived ethnic discrimination on adolescent adjustment are well documented. Less is known, however, about the consequences of discriminatory climates in school, beyond the individual experiences of discrimination. This study investigated whether a perceived discriminatory climate in school is associated with lower academic performance across adolescents from ethnic minority and majority groups, and which psychologic…
Development and validation of domain specific school diversity model scales among pupils and teachers
Do Minorities’ Friendships with Majority Culture Members and Their Emotional Fit with Majority Culture Influence Each Other Over Time
Immigrant-origin minorities who have majority friends have emotions that fit the majority norm. However, previous research on the link between minorities’ emotional fit and their friendships with majority culture members has been cross-sectional. Hence, little is known about the directionality of the association and whether emotional fit facilitates minority inclusion. In a longitudinal study of 3216 minority and 2283 majority youth, we tested bi…
Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion
status: Published online
Acculturation of self‐construal
There are systematic cultural differences in people's self‐construal – their typical ways of being and relating – that are in line with the meanings and practices of the sociocultural context in which they were socialised. Given increasing globalisation and ethnocultural diversity, immigrant minorities may experience some ‘misfits’ with common self‐construal patterns in host majority groups. Bridging perspectives from cultural psychology with acc…
Putting cultural mismatch theory to the test
Socioeconomic and ethnicity‐based achievement gaps plague education. Both sociological theories and recent social‐psychological work consider cultural mismatches between schools’ and students’ ways of being and relating (i.e., self‐construal) as a potential mechanism. However, stringent empirical evidence remains lacking. Drawing on a sample of 5076 Belgian adolescents, this study aims to provide rigorous and robust novel evidence by (i) establis…
Better Be Multicultural or Colorblind? How Teachers' Approach to Diversity During Covid‐19 School Closures Predicts Adolescents' Class Engagement, School Belonging and Health Beyond General Teacher Su…
Ethnic gaps in school achievement, belonging and health exacerbated during the COVID‐19 school closures. Building on increasing evidence that school diversity approaches impact these gaps, this paper investigates the effects of pupils' perceived teacher diversity approaches during COVID‐19 school closures, hypothesising that multicultural approaches that recognise and value cultural diversity have positive effects while colorblind approaches that…
Embracing ethnic diversity benefits everyone
Psychology (20 works) · Social Psychology (16 works) · Cultural Differences and Values (12 works) · Sociology (11 works) · Developmental psychology (9 works) · Social and Intergroup Psychology (9 works) · Social Psychology (8 works) · Cultural diversity (6 works) · Emotions and Moral Behavior (6 works) · Ethnic group (6 works)